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Gender in the Everyday World:

WMS 105
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Associate Professor Janet Hagen E-mail: jhagen@trcc.commnet.edu

Office Hours: MW from 12:30-2:00 and by appointment
Location: C 216

Leslie Marmon Silko says that all we really have are our stories.
What are women’s stories? How does herstory differ from history?

This course introduces students to the historical and contemporary issues that have shaped and
affected women’s lives within the discipline of Women’s Studies. It offers students the
opportunity to learn about the feminist movements and women’s contributions toward social
change. Emphasis will be on family, health, work, education, religion, violence against women,
and popular culture. This course also incorporates projects that promote social change and the
empowerment of women.
Prerequisite: ENG 101 eligibility

Course Objectives
Upon successful completion of this course, students should be able to

• articulate the purpose and history of Women’s Studies as a discipline;

• explain how the socialization process of learning gender is shaped by many influences,
including family, culture, ethnicity, race, religion, media, and popular culture;
• identify and explain how socially constructed categories like gender, race, ethnicity,
socioeconomic status, and sexual identity intersect and influence the diversity of women's
experiences and serve to create systems of privilege and oppression;
• define and describe basic terms central to the field of Women’s Studies: patriarchy,
feminism, gender, sex, social construction, racism, classism, heterosexism, ageism, and
ableism;
• integrate knowledge and experience to think critically in order to solve problems and arrive
at creative solutions.

Required Texts
Women, Images and Realities: A Multicultural Anthology. Ed. Amy Kesselman, Lily D. McNair
and Nancy Schniedewind. 4th ed. McGraw Hill, 2008.

Grade Percentages
• Class participation 10%
• Homework Assignments 60%
• Service Learning Project 20%
• Quizzes 10%
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EXPLANATION OF ASSIGNMENT AND GRADES

CLASS PARTICIPATION (10%): A class like this requires your engagement, which means
reading all of the assigned material before class and participating in class discussions and
group work. (If you do not do the reading, you will not be able to participate in the activities,
which will affect your grade negatively.) Any work assigned during a class period cannot be
made up.

QUIZZES (10%): During the semester there will be several quizzes. Some will be announced
while others will be given randomly based on the assigned readings. (Quizzes cannot be made
up.)

ASSIGNMENTS (60%): See syllabus and separate assignment sheets for details and
guidelines. Breakdown of assignments:

SERVICE LEARNING (20%):

Service-learning . . . integrates meaningful community service with instruction and
reflection to enrich the learning experience, teach civic responsibility, and strengthen
communities.
National Service-Learning Clearing House

In this course, as we identify the many ways inequality operates in our society, we will also be
exploring what can be done to effect change to promote the well being and empowerment of
individuals whose lives are affected by issues related to gender (and race, class, ability, sexual
orientation, etc.) Creating awareness and changes will come about through your involvement in
a service learning project (either individually or in groups) within our own learning community at
TRCC. See assignment sheet for specific guidelines.
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CLASS POLICIES

Deadlines: All work is due at the beginning of class (as assigned). For each day an assignment
is late, your grade will be docked one full letter grade. Allowances will be made for documented
emergencies and other absences that can not be avoided. (Email submissions will not be
accepted.)

Attendance: The success of this course requires your attendance. If you must miss class,
please remember that you will still be held accountable for any missed quizzes, material
covered in class, group work, and all assignments that are due that day.

Late Arrivals: Please be in class on time. Perpetual lateness will affect your final grade.

Breaks: Unless it is an emergency, refrain from leaving the class at all times. Doing so is
disruptive and will affect your grade negatively.

Written Requirements: Paper assignments are to be word-processed and double-spaced, with

margins of 1 inch and a font size equivalent to Times New Roman size 12. MLA documentation
will be the proper format for this class. This is college, so correct grammar and spelling count
and will be taken into account on your grade.
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Academic Integrity: Academic integrity is essential to a useful education. Failure to act with
academic integrity severely limits a person’s ability to succeed in the classroom and
beyond. Furthermore, academic dishonesty erodes the legitimacy of every degree
awarded by the College. In this class and in the course of your academic career, present
only your own best work; clearly document the sources of the material you use from
others; and act at all times with honor.

Tutoring: Three Rivers has an excellent tutoring center located next to the library, where
trained tutors are available to assist you with your academic needs.

Students with disabilities: Any student with a hidden or visible disability that may require
classroom modifications should see me about her/his disability within the first week or two of
class. I will ask you to see one of the learning disabilities counselors on campus so we can work
together to implement an appropriate plan to meet your needs. For more information see
http://www.trcc.commnet.edu/Ed_Resources/Learn_Dis.htm

Electronic devices: School regulations require that all electronic devices be turned off in
learning environments. If it is imperative for you to be available by cell phone, please speak to
me before class. (No text messaging during class.) (If your phone goes off or you are caught
text messaging, there will be a consequence!)

Class cancellations: If class is cancelled, a notice will be posted outside the door. I will also try
to send out an email, so make sure your email address is current and in your personal records.
School cancellations due to bad weather will be posted on the TRCC homepage and also
recorded on the school's main phone number: 860-886-0177. You also have the option to sign
up to receive text messages announcing all cancellations or emergencies. (Open your
Commnet account and follow directions under Early Warning Alert.)

• You are responsible for all work covered in class and all changes on the syllabus, whether you are
in class or not.
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Spring 2011
Please bring your book to class every day. All reading assignments are from Women: Images
and Realities unless otherwise noted.

JANUARY
21 Introduction to course

Week One
24 Read “Introduction” 1-6. Type a response to it answering these questions: a) What is the
purpose of the introduction? (Be specific identifying all of the components.) b) Who are
the editors and what did you learn from their stories? c) What is your reaction to what
you will learn? What questions do you have?
26 Read What Is Women’s Studies? 8-15 and type out an outline or bulleted list that
explains what Women’s Studies is (be specific and focus on the entire article highlighting
the main points; do not write a brief summary statement). Next do a search on the
Internet for “Women’s Studies.” Find three sites. Bring in copies of those sites. On a
separate sheet of paper write at least three questions or comments these sites led you
to ask or think about. (For fun and discussion, read “The Egg and the Sperm” 40.)
28 Read “Talking Back” 15-18, “”Why Women’s Studies” 32-33, “Women’s Studies: A
Man’s Perspective” 33-34, “Have You Ever Heard of Asian-American Feminists?” and
“Voices of Women’s Studies Students” 28-30. For each narrative, identify what the main
idea is in connection to “What Is Women's Studies” and what each essay challenged you
to think about. (Handwritten is fine, if I can read it.)

Week Two
31 Before class, ask five people to define feminism and record their responses, taking into
account their facial expressions and body language. (Handwritten is fine.) Next, do a
search on the Internet for the word “feminism.” Link to a minimum of three sites and print
your findings (and bring them to class). On a separate sheet of paper, write down three
questions that you have after interviewing individuals and doing research about
feminism.
FEBRUARY
2 Read “The First and Second Waves of Feminism in the U.S.” 542-548. Type a list of the
most important events and ideas these articles highlight about feminism as a social
movement and the waves of feminism. Bring your lists to class, either typed or written
legibly.
4 Quiz on “The First and Second Waves of Feminism in the U.S.”

Week Three
7 Video Ironed Jawed Angels
9 Iron Jawed Angels
11 Iron Jawed Angels

Week Four
14 Due: typed response to Ironed Jawed Angels. This response should 1) identify your
reaction to the film. (Were you shocked, angry, surprised, motivated, etc.?), and then 2)
an explanation of why you responded as you did. (Part 2 should be based on your
background experiences and how they shaped your response, for example, your
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education, gender, race, class, immigration status, beliefs, etc.) Read Becoming a
Woman in Our Society 42-44 and Dominant Ideas about Women 45-46 and Learning
Gender 70-71, “The Problem That Has No Name” 46-49, “A Work of Artifice” 49
16 “klaus barbie, and other dolls i’d like to see“ 72-75; “not a pretty girl” 69
18 “An Educator’s Primer On the Gender War” 75-83. In writing (typed), identify the author's
main argument about the role of gender in education and then identify how he supports
it. (Be specific, identifying the main points). Then type a response as to what this essay
challenged you to think about.

Week Five
21 No class - Presidents' Day
23 “The Sexual Politics of Interpersonal Behavior” 84-93. In writing, identify the authors'
argument (in connection to learning gender) and how they support it (be specific) and
whether or not you agree with their claims, citing evidence from your own personal
experiences. (Separate your answers under the categories they designate, for example,
“The World of Everyday Experience.”)
25 Dreamworlds 2 (video)

Week Six
28 MUSIC VIDEO ASSIGNMENT DUE. Gender and Women’s Bodies 116-118,
“Female
Beauty” 119. Poems: 125-129, including the reading in the box “Our Crown,
Our Glory, Our Roots”
MARCH
2 “The Body Politic” 130-34, “Breaking the Model” 134-38, “Revenge Against
the Scale”
137, and poems on 138-39
4 Women – bring in a popular (beauty) magazine, for example, Cosmopolitan,
Glamour,
etc. (Do not bring in a celebrity magazine like Us or People.) Men – bring in a
popular men’s magazine, for example, Maxim. (Do not bring in a sports
magazine, such as Sports Illustrated.)

Week Seven
7 Video Still Killing Us Softly 3
9 Sexuality and Relationships 140, “Esta Risa No Es De Loca” 152, “Demanding
a
Condom” 155, “Loving Another Woman” 156
11 “Courage from Necessity” 432-33; “X: A Fabulous Child’s Story” 108-113

Spring Break - March 14-18 (no class)

Week Eight
21 Video (Since you don't have homework this week, I recommend that you start the work
that is due next week.)
23 Video
25 Finish video. Start written response. (Due Monday, March 28.) Write a feminist critique
of this movie. Final work is to be typed.

Week Nine
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28 VIDEO RESPONSE DUE. Institutions That Shape Women’s Lives 170-78,

Women and
Work 79, “An Overview of Women and Work” 180-85. Write a two-page
summary of
what the main challenges are that women face working (draw from all the
readings).
30 “The Price of Motherhood: Why the Most Important Job in the World Is
Still the Least
Valued” 191-94, “Going Public” 201, “Office Double Standards” 188
APRIL
1 “New Welfare Regime, Same Single-Mother Poverty Problems” 231-37, “European
Child-Care Policies and Programs” 226 – Welfare activity

Week Ten
4 Women and the Family 243. “A Long Story” 257, “Elena” 261 (finish welfare discussion)
6 “Sexual Harassment” 202, “In Case of Sexual Harassment: A Guide for Women
Students” 206; “Construction Workers, Subway Creeps, and Other Daily Hazards” 611-
13.
8 No class. Instead, do research on current statistics on sports equity. Read “Women in
Sports: A Journey Towards Equality” 241-42 and type up a report of your findings, what
the authors are saying about sports and women (their feminist critiques).

Week Eleven
11 Sports Equity Report Due. Violence Against Women 478-480. “The Club” 488,
“Countdown” 488-93
13 Sexual Violence Against Women and Girls 499, “Whose Body Is It Anyway?” 507-10,
“With No Immediate Cause” 510
15 “Rape Law Reform” 506,” “Protecting Male Abusers and Punishing the Women Who
Confront Them” 522-27

Week Twelve
18 Health and Reproductive Justice 309-16, “For Better Lesbian Health Care, Fewer
Barriers to Care” 342, “Abortion in the U.S.: Barriers to Access” 367-373
20 The Differences Among Us: Divisions and Connections 375-79, "Defining Racism: Can
We Talk?" 380-85, poems 387-88.“ “Over the Hill and Out of Sight” 445, “She Who Once
Was” 446
22 No class - Spring Recess

Week Thirteen
25 No formal class. Groups meet to discuss logistics of service learning project
27 The Legacy of Class 394, “Tired of Playing Monopoly?” 394
29 Focus on service learning projects

MAY
Week Fourteen
2 Handouts on working towards change
4 Handouts on working towards change
6 Open discussion

Week Fifteen
9 Project
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11 Project
13 Presentations

Week Sixteen
16 Final work due

*Please keep in mind that the syllabus may change at any time and you are responsible for making sure you stay
updated.
 Introduction 2%
 What is WMS? 2%
 Articles/What is WMS? 3%
 What is feminism? 2%
 Feminist Waves 7%
 Iron Jawed Angels response 7%
 Gender and education 8%
 Sexual Politics of Personal Behavior 8%
 Music video 10%
 Boys Don't Cry 8%
 Sports research 2%
 Women and Work 3%